Daily Lesson Plan Template

Lesson Title/Subject: Great Depression- Migrant Farm Workers of

Yesterday
Standards (identify the content standards, or parts of them, that this lesson will
cover)
History-Social Science standard 11.6.3- Discuss the human toll of the Depression,
natural disasters, and unwise agricultural practices and their effects on the
depopulation of rural regions and on political movements of the left and right, with
particular attention to the Dust Bowl refugees and thir social and economic impacts
in California.

Purpose/Rationale (what do you want students to get from this lesson; why is
this lesson relevant to lives of students)
Students will understand the importance of fair employment, and the human trauma
associated with being a migrant farm worker and financial hardship.

Background Knowledge (How will you tap into the students prior knowledge,
experiences and prior learning)
Using a circle map, I will explore and engage prior knowledge of both current migrant
farm workers, and those of the Great Depression.

*Instructional Objectives: Must be

written in ABCD format observable and
measurable

Assessment (formal/informal)
HOW you will assess: WHAT you
will be looking for: Must align with
objective to the left

Audience: Students in my classroom

Behavior: Students will be able to
draw connections to Migrant Farm
Workers of the Great Depression
through Farm Workers of today.

Dual Photo Essay: Students will

conduct side by side photo essays of
migrant farmers of today, alongside
migrant farm workers from the Great
Depression.

Degree: Students will understand

this connection to a degree of
mastery, and demonstrate mastery
by postulating new legislation for
modern migrant workers.
Condition: Students will learn this
under classroom conditions through
out loud discussion before reading
the text.
*Language Objectives:

Think
about the language demands of the
lesson to determine the language
objectives. Each lesson must have at
least two academic language objectives.
The students will

Assessment (formal/informal)
HOW you will assess: WHAT you
will be looking for:

As a pre-reading assignment,

Students will write a journal entry on

Must align with objective to the left

students will not yet read the

textbook on this topic. Instead, after
the dual photo essay, students will
be shown a power point containing
academic language at the word level,
and at the sentence level. Words will
include vocabulary for the lesson
such as Dust Bowl, Jalopy, Excessive
Force, and Tenement Housing. Then,
these vocab words will be used in
context.

the living conditions of the migrant

farm workers, and describe what
problems these people would have
faced on their way from Oklahoma to
California. The journal entry must
use vocab from the power point.

*Multicultural Objectives:
** How will the lesson address social

Assessment (formal/informal)HOW you will assess: WHAT you

will be looking for:

issues that relate to their life

experiences, communities, etc.

This lesson is specifically geared

towards Multiculturalism. The aim of
the lesson is for students to think
critically about not only the
mistreatment of Okies from the
Great Depression, but also on
Migrant Farm workers of today who
hail mostly from Latin American
countries, specifically Mexico.

Students will work in pairs to

research what legislation was passed
to help the Okies, and then
postulate new legislation to improve
living and working conditions of
todays migrant workers.

*Expand table as necessary.

**Will be required by Week 8 of the semester

Materials and Safety Precautions (if applicable) (List all materials and
resources to carry out this lesson. Then talk about potential safety issues and how
you will assure necessary precautions are followed)

The Materials needed for this lesson are a completed power point
presentation, pens, and blank pieces of notebook paper for the journal entry.
This topic of conversation can be difficult emotionally for students whose
family might be or might have been migrant farm workers at some point.
Care must be taken to feel the class for sensitivity of the topic, and to
monitor student discussion for positivity in the subject. This subject is a point
of contention in the modern political climate, so understanding the political
background of the class on a personal level will also help to aid in facilitating
discussion.
Accommodations for special needs, advanced and English language
learners (What specific accommodations, scaffolds or strategies will you use to
help the identified students? How will instruction be differentiated to meet the needs
of all students, including advanced learners? This should be different for each lesson
and tailored to the content and learning activities planned.)

Procedures (There are four sub-subsections based on the Gradual Release model
of instruction focus lesson, guided instruction, collaborative learning, independent
learning. Outline the steps for what will happen first, second and so on to teach what
you expect the students to learn. [NOTE: all four subsections will not necessarily be
covered in every lesson. What you include and emphasize depends on where you
are in the overall sequence of teaching your content.]
However, procedures should be the longest section and should be very specific and
detailed. For example, it MUST include questions think Blooms taxonomy you
plan to pose to your students during the lesson especially open-ended questions,
detailed descriptions of the different activities your students will do, directions you
plan to give the students, teaching models/strategies you plan to use during the
lesson, etc. BE SURE TO INCLUDE MANAGEMENT ISSUES SUCH AS TRANSITIONS,
ROOM ARRANGEMENTS, AND STUDENT GROUPINGS)

Focus Lesson (Teacher does): Consider the following questions as

you detail what you will do during the opening activities -- How will you
begin the main part of your lesson? How will you introduce the big
idea of the lesson? How will you motivate the students to want to
learn the content for the day? What interesting questions will you ask
to pique their curiosity? How will you link this lesson to the students
prior knowledge, including life experiences/
lessons/content/ideas/concepts?
Modeling: Part of the focus lesson. Name the strategy, skill, task
and/or concept that is the focus of the lesson. Explain and show its
purpose. Demonstrate the skill, strategy or task. Use analogies or
other concrete examples to explain concepts.
Guided Instruction (Teacher and Students do together):
Consider the following questions as you detail what you will do during
these main activities -- What will you do/say during each learning
activity? What will the students do? How will the students be
organized? What will they do? What key questions will you ask to
facilitate learning?
Collaborative Learning (Students do it together): What activity
will you include so that students have an opportunity to consolidate
their understanding, negotiate understandings with peers, engage in
inquiry, apply acquired knowledge to novel situations.
Independent Learning (Students do it alone): Consider the
following questions as you detail what you will do during these closing
activities -- How will you end the lesson to solidify learning? How will
strategies, skills, tasks and concepts for the day be summarized? How
will you extend learning (homework) to possibly include fluency
building, new application and/or spiral review of the strategies, skills
tasks and concepts taught/learned in this lesson?

Reflection (What worked? Did not work? Why? What did the students learn? How
do you know? What would you do differently next time? How will this inform the
next lesson?)